<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812019000200443</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.100i255.3861</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Representações de práticas inclusivas: da realidade vivida aos caminhos da inclusão no ensino superior na Amazônia paraense]]></article-title>
<article-title xml:lang="en"><![CDATA[Portrayals of inclusive practices: from reality to the path towards inclusiveness in higher education at Amazon from Pará]]></article-title>
<article-title xml:lang="es"><![CDATA[Representaciones de prácticas inclusivas: de la realidad vivida a los caminos de la inclusión en la enseñanza superior en la Amazonia paraense]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[Joana d'Arc de Vasconcelos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maciel]]></surname>
<given-names><![CDATA[Rogerio Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Marcos Vinicius Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará (UFPA)  ]]></institution>
<addr-line><![CDATA[Bragança Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará (UFPA)  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Pará (UFPA).  ]]></institution>
<addr-line><![CDATA[Bragança Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Pará (UFPA)  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal do Pará (UFPA)  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Federal do Pará (UFPA)  ]]></institution>
<addr-line><![CDATA[Bragança Pará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>100</volume>
<numero>255</numero>
<fpage>443</fpage>
<lpage>463</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812019000200443&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812019000200443&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812019000200443&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo analisa as representações dos coordenadores de cursos de licenciatura sobre as práticas inclusivas de pessoas com deficiência desenvolvidas no Campus de Bragança da Universidade Federal do Pará (UFPA). Trata-se de pesquisa de abordagem processual, no campo teórico e metodológico das representações sociais, considerando as três dimensões constituidoras: sujeitos, contextos e sentidos. As fontes mobilizadas são documentos regulatórios sobre a inclusão no ensino superior e entrevistas com quatro coordenadores dos cursos de licenciatura em Ciências Biológicas, História, Matemática e Pedagogia. Para tratamento dos dados, utiliza-se análise do discurso do sujeito coletivo. Como resultado, identifica-se que o processo de produção e circulação das representações sociais sobre as práticas inclusivas no ensino superior configura cenários de conflitos, desafios, contradições e avanços. Os sentidos encontrados revelam como eixos potencializadores da inclusão: a) construção de uma consciência inclusiva; b) política de formação continuada; e c) redefinições do papel e das condições de trabalho do educador no ensino superior. São discursos que trazem à tona a imagem de que a inclusão da pessoa com deficiência no ensino superior apenas principiou e ainda há um longo caminho a ser construído no interior das universidades brasileiras, caminho esse que passa pela consolidação das políticas públicas e pela reinvenção do fazer pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper analyzes portrayals from teacher-training course coordinators on the practices to include people with disabilities carried out at the Bragança Campus of the Federal University of Pará (Universidade Federal do Pará - UFPA). This research follows a processual approach, within the theoretical and methodological field of social representations, taking into account three constitutive dimensions: subjects, contexts, and meanings. The sources used are regulatory documents about inclusion on higher education and interviews with four coordinators of the following licentiate courses: Biological Sciences, History, Math, and Pedagogy. For data treatment, the analysis of the discourse of the collective subject is used. As a result, it is identified that the production and circulation process for social representations about inclusive practices on higher education are made of scenes of conflict, challenges, contradictions, and advances. The meanings found point towards the following as axis of inclusion: a) the development of an inclusive awareness; b) a continuous education policy; c) the redefinition of the educator´s role and work conditions in higher education. These are discourses that elicit the image of the inclusion of people with disabilities on the superior education as a something in introductory stages with a long path to be traced within Brazilian universities. Such path goes through the consolidation of public policies and the reinvention of pedagogical practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo analiza las representaciones de los coordinadores de cursos de formación de profesores sobre las prácticas inclusivas de personas con discapacidad desarrolladas en el Campus de Bragança de la Universidade Federal do Pará (UFPA). Se trata de una investigación de enfoque procesal, en el campo teórico y metodológico de las representaciones sociales, considerando las tres dimensiones constituidoras: sujetos, contextos y sentidos. Las fuentes movilizadas son documentos regulatorios sobre la inclusión en la enseñanza superior y entrevistas con cuatro coordinadores de los cursos de formación de profesores en Ciencias Biológicas, Historia, Matemáticas y Pedagogía. Para el tratamiento de los datos, se utiliza análisis del discurso del sujeto colectivo. Como resultado, se identifica que el proceso de producción y circulación de las representaciones sociales sobre las prácticas inclusivas en la enseñanza superior configura escenarios de conflictos, desafíos, contradicciones y avances. Los sentidos encontrados revelan como ejes potenciadores de la inclusión: a) construcción de una conciencia inclusiva; b) política de formación continuada; y c) redefiniciones del papel y de las condiciones de trabajo del educador en la enseñanza superior. Son discursos que traen a la luz la imagen de que la inclusión de la persona con discapacidad en la enseñanza superior apenas empezó y aún hay un largo camino a ser construido en el interior de las universidades brasileñas, camino que pasa por la consolidación de las políticas públicas y por la reinvención del hacer pedagógico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[representação social]]></kwd>
<kwd lng="pt"><![CDATA[práticas inclusivas]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="en"><![CDATA[social representations]]></kwd>
<kwd lng="en"><![CDATA[inclusive practices]]></kwd>
<kwd lng="en"><![CDATA[superior education]]></kwd>
<kwd lng="es"><![CDATA[representación social]]></kwd>
<kwd lng="es"><![CDATA[prácticas inclusivas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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